National Tsing Hua University

中級選讀英文［生活英語聽講］

Daily Life English

Fall 2024
楊幸瑜 (Jane Yang)

Course Number 11310LANG200064 Credits 2 Classroom 教 102

□ Monday □ Tuesday □ Wednesday ■ Thursday □ Friday

Class hours
■ 10:10 A.M. – 12:00 P.M.
Course Type ■ EGP (English for general purposes) □ EAP (English for academic purposes)
□ EOP (English for occupational purposes)

Language Level ■ A2 (初級) ■ B1（中級） ■ B1-B2 □ B2（中高級） □ B2+ □ C1

Core Ability ■ comprehension/reception ■ communication/interaction ■ production

可選課學生 □ 頂標生 □ 前標生 ■ 中級生 ■ 初級生
身分別

Prerequisites 「修畢初級英語一、二」 或 「修畢中級英語一、二」的學生/對各國文化有

興趣且期待訓練口語聽力能力的同學

加簽說明 □ 開放人工加簽 2 位學生。學生符合以下每項條件，得於第__1___週上課

時，
向老師提出加簽申請。老師簽署申請表後，申請表送英語教育中心辦公
室。由老師進行線上簽核。
□ 條件 1：必須於第一週到課
□ 條件 2：如果同時段、同級選讀課還有位子，一概不給予加簽。
□ 條件 3：整學期出席率未能有把握達 90%出席率者，建議不要加簽這門
課。
□ 條件 4：應屆畢業生優先。
提醒：學生修讀英文領域課程，請依本校規劃選課之修業年級選課。如因個人
考量，未對應年級與學院分配時段而逕自改於其他修業年級選課或改選其他時
段之英文領域課程，或指定加簽某特定課程，英語教育中心與任課教師將礙難
配合或處理。

Instructor & Contact Information:

Name Email Office & Tel Office Hour

1
 楊幸瑜
[email protected] N/A By Appointment
Jane Yang

Course Aims / Description1

Primary aim
The primary aim of this course is to help students develop their listening and speaking skills in English,
while also enhance their interpersonal communication abilities in a variety of multicultural contexts.
Through a variety of class activities, such as pair-up discussion, group discussion, role play, interview, and
class presentations, students will enhance their listening comprehension and speaking fluency as well as gain
confidence in using English to achieve different tasks. By the end of the course, students will be more
confident and effective communicators in English with an enhancement in their interpersonal and interpretive
communicative strategies and presentational English skills.

Subsidiary aim
In this class, students will have opportunity to

1. Improve listening comprehension skills: Students will listen to different types of stories and
descriptions from cultures all around the world. This will help students improve their listening
comprehension as they practice listening to dialogues, conversations, short stories, and lectures of
each unit in this course.
2. Develop speaking fluency: Students will get to express their own opinions and share personal
experiences about different cultural topics covered in class. They will also practice describing, telling
stories and giving short speeches about what they learned in class. This will help students become
more confident in speaking English.
3. Enhance communicative skills and strategies: Students will participate in discussions on daily
topics, role play, question-asking game and interview activity. This will help them understand real-
life English conversations. They will learn how to clarify misunderstandings, negotiate meanings,
and summarize what they hear.
4. Develop critical thinking through discussions: Students will have discussions about different
cultural topics in class. They will analyze different points of view and learn how to express their own
ideas. This will help students become better at thinking critically about cultural diversity.

Corresponding
CEFR Can-do statements

CEFR Can-do Statements

Listening
R

o
p

n
e

OVERALL LISTENING COMPREHENSION

c

t
i

1
請參閱 Bloom’s Taxonomy of Measurable Verbs。
2
 B1 Can understand straightforward factual information about common EGP
everyday or job-related topics, identifying both general messages EOP
and specific details, provided speech is clearly articulated in a
generally familiar accent. [overall listening comprehension]
LISTENING AS A MEMBER OF A LIVE AUDIENCE
B1 Can follow in outline straightforward short talks on familiar topics
provided these are delivered in clearly articulated standard dialect.
[listening as a member of a live audience]

Speaking OVERALL SPOKEN INTERACTION

B1 Can enter unprepared into conversation of familiar topics, express
personal opinions and exchange information on topics that are
familiar, of personal interest or pertinent to every life (e.g., family,
hobbies, work, travel, and current events). [overall spoken
interaction]
CONVERSATION
B1 Can enter unprepared into conversations on familiar topics.
[conversation]
Interaction Spoken

B1 Can follow clearly articulated speech directed at him/her in

everyday conversation, though will sometimes have to ask for
repetition of particular words and phrases. [conversation]
INFORMAL DISCUSSION (WITH FRIENDS)
B1 Can make his/her opinions and reactions understood as regards
solutions to problems or practical questions of where to go, what to
do, how to organize an event (e.g., an outing). [informal discussion
(with friends)]
B1+ Can give brief comments on the views of others. [informal
discussion (with friends)]
INFORMATION EXCHANGE
B1 Can find out and pass on straightforward factual information.
[information exchange]
B1 Can ask for and follow detailed directions. [information exchange]

Speaking OVERALL SPOKEN PRODUCTION

B1 Can reasonably fluently sustain a straightforward description of one
of a variety of subjects within his/her field of interest, presenting it
Production Spoken

as a linear sequence of points. [overall spoken production]

SUSTAINED MONOLOGUE: DESCRIBING EXPERIENCE
B1 Can give straightforward descriptions on a variety of familiar
subjects within his field of interest. [sustained monologue:
describing experience]
B1 Can describe events, real or imagined. [sustained monologue:
describing experience]
B1 Can narrate a story. [sustained monologue: describing experience]

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 Communi TAKING THE FLOOR (TURNTAKING)
cation COOPERATING
Strategies
B1 Can repeat back part of what someone has said to confirm mutual
understanding and help keep the development of ideas on course.
Can invite others into the discussion. [cooperating]
B1+ Can exploit a basic repertoire of language and strategies to help
keep a conversation or discussion going. [cooperating]
Interaction

B1+ Can summarize the point reached in a discussion and so help focus
the talk. [cooperating]
ASKING FOR CLARIFICATION
B1+ Can ask someone to clarify or elaborate what he/she has just said.
[asking for clarification]
PLANNING
B1 Can work out how to communicate the main point(s) he/she wants
to get across, exploiting any resources available and limiting the
message to what he/she can recall or find the means to express.
[planning]
Range GENERAL LINGUISTIC RANGE
B1 Has enough language to get by, with sufficient vocabulary to express
him/herself with some hesitation and circumlocutions on topics
Communicative Language

such as family, hobbies and interests, work, travel, and current

events, but lexical limitations cause repetition and even difficulty
Competence

with formulation at times. [processing text]

Control GRAMMATICAL ACCURACY
B1 Uses reasonably accurately a repertoire of frequency used
“routine”" and patterns associated with more predictable situations.
[grammatical accuracy]
VOCABULARY CONTROL
B1 Shows good control of elementary vocabulary but major errors still
occur when expressing more complex thoughts or handling
unfamiliar topics and situations. [vocabulary control]

英文核心能力指標 University Student Core Competency Indicators

1. 英語溝通與表達能力 (ability to communicate and express oneself in English) 30%

2. 深度分析與組織思考的能力 (ability to think critically and organize ideas logically in

English) 20%
3. 英語學習策略與技巧 (knowledge of English learning strategies and techniques) 20%

4. 對英語與多元文化的國際視野 (global views of English and multicultural diversity) 15%

4
5. 善用英語學習資源，培養獨立學習英語的習慣與能力 （ability to use existing English
learning resources and develop of independent self-learning habit） 15%

Teaching materials and References

Textbook: What a world. 1, Listening : amazing stories from around the globe ;
Textbook(s)
Author: Milada Broukal
ISBN：9780132473897, 2011, Publisher: Pearson Education, Author: Milada Broukal

CEFR Scale ■ B1 □ B1-B2 □ B2 □ B2+ □ C1

“What a world-Listening 1” provides fascinating topics from around the world
and across history and covers a diverse range of high-interest topics, from
biographical pieces to exploration of cultures in various historical and
contemporary periods to students.
With this cross-cultural textbook, we wish to take students on an exciting and
enriching journey where they learn about new cultures while gaining a deeper
insight into their own one. That is, students will be engaged in multi-cultural
communication and packed with up-to-date facts, key issues and information in
English-speaking contexts.
Taiwan in Simple English: The Best Guidebook for Travelers and Tour
Additional
Guides (4th Ed.) /
Textbook(s)
Author: Peg Tinsley/Paul O’Hagan/Owain Mckimm
Publisher: 寂天文化/publishing date: 2021/9/22, ISBN： 9786263000650

清華大學 eeclass 數位學習系統 https://eeclass.nthu.edu.tw/

Learning/Resource
Platform

Requirements & Rules:

1. Class attendance, lesson preparation and active class participation are required.
*I will take attendance once in a while throughout the semester. If you are all present whenever
I call the roll, you will get 90 (i.e. the primitive score) in this category (i.e. Class attendance). If
you are absent for two hours, ten points will be deducted from this primitive score. If you are
absent in case of uncontrollable situations (e.g. illness, emergency, important occasions, etc.),
please give me the valid proof WITHIN TWO WEEKS. Your health insurance card with correct
stamp of date by accredited hospitals can be seen as a valid proof. Being late for more than
___10__ minutes is treated as absence from that hour (five points will be deducted). If you are
absent for more than __8_ hours, you will definitely be flunked.
2. Absence from a class is no excuse for not knowing the assignment and what has been discussed
in that class. It is your responsibility to ask your classmates or me what has been covered in
the class.
3. Cheating on the exam is absolutely not permitted. If someone is found cheating on an exam, it
5
 means he/she will get a zero point for that exam.
4. There will be no make-up exams unless you have valid and official reasons for absence
beforehand.

5. The handouts I give you should be kept at least to the end of this semester for later reference or
final exam.
6. Please turn off your cell phone during the two-hour class period.
Grading:

1. Attendance and participation 20%

2. Midterm Exam 20 %

3. Final Exam 25 %

4. Quizzes 15 %

5. Small Group Presentation+ Discussion Leader 20 %

Teaching Activities:

■ Lectures 口頭講授 ■ Pair/Group discussion 配對／分組討論 ■ Assignments 作業

■ Student presentations 學生報告 ■ Quizzes 小考 ■ Projects 專題
Ethics Statement on Generative Artificial Intelligence

Ethics Statement on Generative Artificial Intelligence

Conditionally open; please specify how to utilize generative AI in course

output

Grounded in the principles of transparency and responsibility, this course

encourages students to leverage AI for collaboration and mutual learning to
enhance the quality of course outputs. In accordance with the published
Guidelines for Collaboration, Co-learning, and Cultivation of Artificial
Intelligence Competencies in University Education, this course adopts the
following policy: Conditionally open

Students must briefly explain how generative AI was used for topic ideation,
sentence refinement, or structural reference in the footnotes of the title
page or after the reference in their assignments or reports. If usage is
discovered without proper disclosure, instructors, the institution, or relevant
units have the right to reevaluate the assignment or report or withhold
scores. If the course materials or learning resources have been derived from
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 generative AI, the instructor will also indicate this in the slides or orally.
Students enrolled in this course agree to the above ethics statement if
registering for the class.

Classroom Languages:
English 70 %
Mandarin 30 %

Detailed Syllabus:

WEEK DATE UNIT Class Activities / Assignments

1. Course Overview, c Taking notes
Syllabus Review,
Introducing Yourself,
and Grouping
2. Pre-Class Survey Form
(Understand Students’
1 9/5 Course Orientation
backgrounds, and
learning style and
habits, and their
expectation to this
course)

Arrange (Sign-up) for small group c Using narrative

presentation + Discussion Leader and descriptive
Dates language (clearly
Content Focus: Animals VS describing a series of
Human’s daily life around the events)
Unit 4: What
world c Taking notes
2 9/12 animals are useful
Language Focus: Simple Present
for humans?
Tense
p.22-25
Activity: Picture description
activity
Small Group presentation #1
Unit 4: What Content Focus: Animals VS c Using narrative
3 9/19 animals are useful cultures (Animal-protection issue, and descriptive
for humans? and animals’ cultural value) language (clearly

7
 Language Focus: Simple Present describing a series of
Tense with Adv of Frequency events)
p.26-28 (Discussion Leader) c Taking notes
Activity: Discussion (Animal and
your life, Animal protection)
Content Focus: Food diversity:
Unit 6: What are
taste, ingredients, main grains
some typical foods
4 9/26 Language Focus: Nouns
from around the
(Uncountable/countable)
world?
p. 36-38(Discussion Leader)
Content Focus: Special cuisines c Using narrative
around the world: Food and descriptive
preferences in different countries language (clearly
Unit 6: What are
Language Focus: Nouns describing a series of
some typical foods
5 10/3 (Uncountable/countable) events)
from around the
p. 39-40 (Discussion Leader)
world?
Activity: Reserving a table and
Ordering food in a restaurant

6 10/10 Double Tenth Day National Day

Content Focus: Food cultures and

Unit 6: What are table manners
some typical foods Language Focus: Nouns
7 10/17
from around the (Uncountable/countable)
world? p. 42-42

Quiz #1: Unit 4,6, c Following

Culture Introduction
Script discussion and plot discussions between
Presentations
8 10/24 designing (Group Discussion for multiple speakers
preparation (Role
the Cultural Presentations)
Play)

Role Play: Cultural c Avoid plagiarism

9 10/31 Mid-term Exam
Presentation
c Taking notes
Content Focus: Popular houses in
c Following
different places around the world
Unit 13: What are discussions between
Language Focus: Simple Present
10 11/7 some different kinds multiple speakers
Non-action verbs
of houses?
(p.89-91)
Small Group presentation #2

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 Activity: Question-asking skill: 20
question game
Content Focus: Features, reasons, c Following
and functions, and history of descriptions of
popular houses in different places processes and
around the world sequences
Unit 13: What are
Language Focus: Simple Present
11 11/14 some different kinds
Non-action verbs
of houses?
(p.92-93)
Activity: Sharing your room or
house or dream living place
(Part1)
Content Focus: Popular houses in c Following
different places around the descriptions of
world/features, reasons, and processes and
functions, and history sequences
Unit 13: What are
Language Focus: Simple Present c Following
12 11/21 some different kinds
Non-action verbs discussions between
of houses?
(p.94-95) multiple speakers
Activity: Sharing your room or
house or dream living place
(Part2)
Content Focus: Gift-giving culture c Using narrative
around the world and descriptive
Unit 5: What do you
Language Focus: Comparative language (clearly
13 11/28 know about gift
Adjectives describing a series of
giving?
p. 29-31 events)
Activity: Small Presentation #3
Content Focus: Gift-giving culture c Following
around the world/preferences discussions between
and taboos multiple speakers
Language Focus: Comparative
Unit 5: What do you
Adjectives
14 12/5 know about gift
p. 32-33
giving?
Activity: Discuss in pairs and
groups for gift-giving taboos in
Taiwan

Unit 5: What do you

Content Focus: Gift-giving culture
15 12/12 know about gift
+ Holidays
giving?
9
 Review and Language Focus: Comparative
Evaluation Adjectives
p. 34-35
Activity: Discussion: gift-giving
cultures VS holidays (Christmas,
Chinese New Year, Valentine’s
Day, etc.)

16 12/19 Final Exam Unit 13, 5,

SDGs (UN Sustainable Development Goals) Indicators2

c c ■ c ■ c

c c c c ■ c

■ c ■ ■ c

Academic Linguistic Skills Indicators3

c Academic Writing
■ Attention to Detail ■ Brainstorming ■ Collaborating
■ Critical Thinking ■ Debate c Editing
■ Information Gathering

2
Teachers may indicate the relevancy of the units or the themes in this course to the Sustainable Development
Goals, which were set up in 2015 by the United Nations General Assembly and are intended to be achieved by the
year 2030.
3
Teacher may indicate the academic skills taught or practiced in this course.
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■ Listening ■ Note Taking c Organizing
■ Peer Review
■Presentations ■ Public Speaking c Reading Comprehension

■ Verbal Communication c Writing

c Understanding of a range of academic vocabulary and grammatical structures

c Understanding graphic presentation of data
c Evaluating, comparing and critically analyzing graphic data
c Understanding graphic presentation of data
cIdentifying appropriate reading techniques
Reading

c Following descriptions of processes and sequences

c Interpreting process diagrams and flowcharts (critical reading)
c Analyzing reported statistics (critical reading)
c Following discussions between multiple texts or reports
c Comparing and synthesizing ideas and arguments
c Taking notes

c Understanding description of data in spoken language

cUnderstanding and evaluatig a speaker’s interptation of data
c Understanding references to graphic data
Listening

c Following descriptions of processes and sequences

c Following an account of the development of ideas over time
c Following discussions between multiple speakers
c Comparing and synthesizing ideas and arguments

c Understanding the core features of a typical written report

c Building paragraphs in academic writing
Writing

c Using supporting information in academic writing

c Incorporating graphic information and data into writing (in support of claims)
c Describing research findings
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c Describing and explaining data
c Discussing research findings
c Explaining the possible implications of events
c Explaining, comparing and interpreting sources (comparing literature on a topic)
c Synthesizing sources and viewpoints (comparing literature on a topic)
c Drawing conclusion from data (developing your own position on a topic)
c Drawing cautious language for your own claim (developing your own position on a topic)
c Using inferential language (communicating about ideas across contexts)
c Using narrative and descriptive language (clearly describing a series of events)
c Writing a literature review
c Creating a poster to report results
c Avoid plagiarism

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 c Discussing the meaning and implications of numerical data
c Using statistical data in support of claims
c Referring to graphics in support of claims
c Describing research findings
Speaking/Discussion

c Describing and explaining data

c Exchaning and challenging ideas appropriately (in academic discussion)
c Expressing and defending opinions
c Explaining the possible implications of events
c Explaining, comparing and interpreting sources (comparing literature on a topic)
c Synthesizing sources and viewpoints (comparing literature on a topic)
c Drawing conclusion from data (developing your own position on a topic)
c Drawing cautious langauge for your own claim (developing your own position on a topic)
c Creating a presentation to report results

c Expanding academic vocabulary and knowledge of definitions and parts of words (prefixes,
suffixes, roots, etc.)
Vocabulary & Grammar

c Developing a sophisticated knowledge of lexical resources (that are used to determine

referents, organize ideas, establish relationships between concepts, and develop cohesion
within a text)

c Getting familiar with discourse patterns (the structure of persuasive, argumentative, and
informative texts)

c Developing sentence structures and discourse patterns for academic competence

(comparing, classifying, synthesizing, evaluating, and inferring)

13
 c Discussing the meaning and implications of numerical data
c Using statistical data in support of claims
c Referring to graphics in support of claims
c Describing research findings
Speaking/Discussion

c Describing and explaining data

c Exchaning and challenging ideas appropriately (in academic discussion)
c Expressing and defending opinions
c Explaining the possible implications of events
c Explaining, comparing and interpreting sources (comparing literature on a topic)
c Synthesizing sources and viewpoints (comparing literature on a topic)
c Drawing conclusion from data (developing your own position on a topic)
c Drawing cautious langauge for your own claim (developing your own position on a topic)
c Creating a presentation to report results

c Expanding academic vocabulary and knowledge of definitions and parts of words (prefixes,
suffixes, roots, etc.)
Vocabulary & Grammar

c Developing a sophisticated knowledge of lexical resources (that are used to determine

referents, organize ideas, establish relationships between concepts, and develop cohesion
within a text)

c Getting familiar with discourse patterns (the structure of persuasive, argumentative, and
informative texts)

c Developing sentence structures and discourse patterns for academic competence

(comparing, classifying, synthesizing, evaluating, and inferring)

14
15